Title Blackboards were turned into tables … Questioning ‘horizontality’ in collaborative pedagogical art projects Type Thesis URL http://ualresearchonline.arts.ac.uk/8730/ Date 2015 Citation Desvoignes, Olivier (2015) Blackboards were turned into tables … Questioning ‘horizontality’ in collaborative pedagogical art projects. PhD thesis, University of the Arts London. Creators Desvoignes, Olivier Usage Guidelines Please refer to usage guidelines at http://ualresearchonline.arts.ac.uk/policies.html or alternatively contact
[email protected]. License: None specified Unless otherwise stated, copyright owned by the author BLACKBOARDS WERE TURNED INTO TABLES … Olivier Desvoignes University of the Arts London Doctor of Philosophy Questioning ‘horizontality’ in collaborative pedagogical art projects. May 2015 ABSTRACT Blackboards were turned into tables … Questioning ‘horizontality’ in collaborative pedagogical art projects is research based on the practice of the collective microsillons, which is developing collaborative pedagogical art projects in different contexts. The aim of the research is to explore the possibilities offered by ‘horizontal pedagogical exchanges’ and to question the very notion of ‘horizontality’. It interrogates the possibility to challenge, through artistic projects in educational contexts, the traditional master–pupils (or artist–participants, or gallery educator–public) relationship. After a presentation of microsillons’ position in the cultural ield, in particular regarding gallery education practices, collaborative art practices and the Educational Turn in Curating, a series of ive collaborative pedagogical art projects realized by the collective between 2009 and 2011 are presented. Inspired by methods such as thick description and Participatory Action Research, situations in those projects are studied where a more horizontal pedagogical exchange is sought. Paulo Freire’s relection about dialogical pedagogy serves as a starting point in this relection.